2 Quiz answers Question 1: 2300 hours of Practice Placements This is the MINIMUM number of practice placement hours the NMC expects nursing students to undertakeAn accurate record of attendance must be maintained on student-held timesheet and in the practice placement’s off-duty or rotaAccurate time worked not including: breaks, absence and leave – which must all be clearly indicated
3 Question 2: Due RegardPlacement must be overseen by a “live” mentor with “due regard” Who can assess a student nurse in practice?: Y1: any registered professional Y2: only registered nurses (from any field of nursing) Y3: only registered nurses from same part of the register and field of practice as the student (due regard)
4 Question 3: Essential Skills Clusters (ESCs) Care, compassion and communicationOrganisational aspects of careNutrition and fluid managementInfection prevention and controlMedicines managementTry mapping your induction packs to these… uk.org/Documents/annexe3_ %20eScs_ pdf
5 Question 4: Sign-off mentors for Nursing Works with student for a minimum of one hour per week on the student’s final placement;Is familiar with student’s programme of study;Makes the final decision on whether a student meets the required standard to enter the NMC register;Will scrutinise evidence from student, colleagues and previous mentors (YOU!) to help inform their decision
6 Question 5: Regulatory Standards NMC regulations are directly influenced by EU Directives, specifically in relation to:Length of time spent in placementKnowledge of the “nursing sciences” and the relationship between health and environmentKnowledge of the “nature and ethics” of the professionClinical experiences under supervisionExperiences of working with other professions
7 Question 6: Placement experiences The NMC require pre-registration programmes to promote practice experiences to link with “the service user’s journey”……What do you think this means?
8 Question 7: Due process of assessment Induction to welcome student to settingThe initial meeting to formulate learning contracts and action plansContinuous assessment of core professional valuesThe mid-point formative assessment to monitor progress, revise contract or set action plan if necessarySeeking feedback from colleagues and service usersThe end-of-placement summative assessment to assess student against set criteria
9 Activities Core Activities:- Induction & the clinical learning environmentQuality Assurance, mentor pledgeAdditional Activities:-Placement ManagementAttitudes and BehavioursFailing to FailSupporting students to speak up
10 Core Activity 1 Induction & the clinical learning environment
11 Additional Activity 1 Placement Management You will be aware of your requirement as a mentor to supervise your student 40% of their time.How many hours does this equate per week?What is your understanding of direct and indirect supervision? – Give examples.What informs your choice of supervision? – Consider what resources are available to youAs a mentor what strategies can you implement to manage your time effectively?
12 Additional Activity 2 - Attitudes & behaviours ScenarioBecky is a 3rd year student. She is very outgoing and confident when interacting with service users and relatives. On two occasions a colleague witnessed her giving inaccurate information to a relative. She has previously not had any issues with passing of cluster skills but her timekeeping and lateness has been documented along with adherence with Trust/Organisation Uniform policy. She is regularly late back from break, she returns smelling strongly of cigarettes, her boyfriend Jack, frequently rings her on her mobile phone.How do you think this has been managed before?How would you manage this situation?
14 Additional Activity 2- How would you write the formative action plan?
15 Examples of Action plans for achieving and under- achieving students can be found on the mentor portal
16 Additional Activity 3 – Failing to Fail You are mentoring a 2nd Year student and have identified concerns within the first 2 weeks regarding understanding of medicines. An action plan was written by you and the link team and regular meetings held with the student to review progress. At the formative assessment (s)he had progressed but there were still some areas for improvement which were added to the action plan. It was documented that (s)he needed to achieve these in order to pass the placement. Summative assessment is now due and you still have some reservations around the student’s level of knowledge.Would you?Ask for opinions of colleagues before carrying out the assessment.Give the student the benefit of the doubt as (s)he has been passed in previous placements.Pass the student but inform him/her that further work is needed around these areasFollow the assessment process and fail the student in the area of concern giving detailed feedback as to why.
17 Additional Activity 4 - Supporting Students to Speak up ‘‘Student Nurses, other healthcare professional students, and trainees can help spread good practice because they move around frequently. The group of students I met told me that the need to pass each placement can constrain their ability to speak up: there were disturbing, but consistent accounts of students with previously good records who suddenly found themselves criticised, if not failed, after they raised a concern. We also heard of students being sent to placements despite reports by previous about bullying behaviour, variable support by universities and petty victimisation (being given all the worst jobs) after raising a concern. The fear of referral for fitness for practice appears to be a further deterrent”.Freedom to Speak up – Review of Whistleblowing in the NHS Sir Robert Francis
18 Additional Activity 4 - Supporting your student to speak up Scenario OneYour student approaches you rather sheepishly and asks if (s)he can tell you something in confidence. (S)he tells you that on two occasions when a patient rang and asked for assistance to go to the toilet the healthcare support worker answering the bell told the patient they were too busy that they had a pad on so do it in the pad, not to ring the bell again and that they would clean them up later.What would you do?
19 Additional Activity 4 - Supporting your student to speak up Scenario TwoYou are working with your student after (s)he had spent 2 shifts working with another registered nurse. (S)he tells you about Mrs Jones, a patient with dementia who was hitting and shouting at people who required a sedative injection. (S)he was concerned as every time the patient started to shout out the nurse gave her another injection ‘to calm her down’. At lunch time the nurse told your student “to leave the food on the side and not wake the patient up as she would start shouting again”.What would you do?
20 Core Activity 2 - Quality Assurance of the Practice Learning Environment NMC requirement: Mentors, link lecturers must ensure that the safety and well-being of service users is not compromised by the actions or omissions of nursing students.The HEI and Placement Providers work together to assure the quality of the student practice learning experience through the process of:AuditsPractice Education CommitteesStudent/Mentor EvaluationsModeration of Practice AssessmentExternal reviews from CQC, Monitor, QIPF, Professional Body, NHSLA
21 Core Activity 2 – The mentor’s pledge In light of what has been discussed today, identify one action that you will take forward that will contribute to the quality of the learning environment of your placement and the student practice learning experienceDocument this action as your first response on the mentor evaluation form.
22 On line informationTo support this presentation please access the links below for the information and guidance included in this presentation
23 THANK YOU! THANK YOU FOR ATTENDING AND FOR YOUR CONTINUED SUPPORT OF OUR STUDENTSPlease hand in your mentor evaluations to the session facilitator